Engaged food science: Connecting K‐8 learners to food science while engaging graduate students in science communication

Abstract

Connecting the public to concepts in science, technology, engineering, and mathematics (STEM) is an essential for technological advancement and inspiring future scientists, impacting both the communicator and the audience's understanding of scientific topics. Without proper communication of scientific knowledge, acceptance and implementation of new technologies can be hindered. Additionally, increasing public awareness about current scientific issues through STEM engagement permits more informed policy and consumer choices, especially in the field of food science where many new food technologies are met with initial resistance by the consuming public. Here, we describe an event that introduced topics in food science to the nonexpert public, including K-8th grade participants and their adult caregivers in an informal learning environment. This program consists of six activities that collectively introduce three areas in food science: food chemistry, food microbiology, and process engineering. Protocols are provided for each activity including a materials list (with the option to scale up or down according to event duration, event space allowances, and number of participants), learning objectives and discussion points that are adaptable to different age groups, event spaces, or budgets. Each activity has a participatory component to ensure both audience member and instructor engagement. A program designed for food science communication empowers young scientific minds to better understand complex scientific topics and could inspire them to envision a possible career in STEM fields, with the additional benefit of providing graduate students an exciting medium through which they may practice their science communication skills, potentially benefiting not only their personal academic and professional skills but also broader societal needs.

Supporting STEM graduate students in strengthening their professional identity through an authentic interdisciplinary partnership

“…This is valuable practice, as GSs must understand the broader impacts of their field and research and be able to talk about it Supporting STEM graduate students (NASEM, 2018;Golde, 2006). The importance of an authentic, practical application of expertise is consistent with studies showing that a socialization aspect, where GSs take on their discipline's knowledge and skills, is important for developing and/or strengthening professional identity (Macbeth et al, 2021;Mantai, 2017;O'Neill et al, 2019;Weidman et al, 2001).…”

Exploring pathways to food science careers in Southern California: A case study in food science career development

“…For instance, we note that the IFT currently hosts a page that compiles both curricular activities and videos for K‐12 teachers, listing classroom resources by grade level and videos by topic area and the NGSS domains they cover (K‐12 Teaching Resources, n.d.). Similarly, there are multiple peer‐reviewed papers that provide templates of successful programs or curricular activities that promote knowledge of and interest in food science in K‐12 students or provide professional development training relating to food science for K‐12 educators (Craig & Alleman, 2016; Hendrix et al., 2021; Macbeth et al., 2021; Wickware et al., 2017). However, it is possible that many educators are not aware of these resources, suggesting that there may be opportunities for IFT to enhance its outreach to K‐12 educators and work with the food science education community to spark further development of videos and curriculum for K‐12 students relating to food science.…”